assistive technology in emergent literacy [autosaved]

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ASSISTIVE TECHNOLOGY IN EMERGENT LITERACY Anna Encapera Oliver Washington

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Page 1: Assistive Technology in Emergent Literacy [Autosaved]

ASSISTIVE TECHNOLOGY IN EMERGENT

LITERACYAnna EncaperaOliver Washington

Page 2: Assistive Technology in Emergent Literacy [Autosaved]

WHAT IS EMERGENT LITERACY?

Emergent literacy is a gradual process that takes place over time from birth - until a child can read and write in what we consider to be a conventional sense. This is an important process involving the development of language and concepts, especially as they begin to be linked together. This may include listening and speaking, signing, using objects, pictures, gestures, or any combination of ways in which a child understands interprets experiences.

http://literacy.nationaldb.org/index.php/early-emergent-literacy/http://www.pathstoliteracy.org/emergent-literacy

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EMERGENT LITERACY VIDEO

Emergent literacy has also been defined as “reading and writing knowledge and behavior of children who are not yet conventionally literate” (Emerging Literacy Views and Practices, 2005).

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TEXTURED BOOKS

Textured books allow children to explore reading while also exploring their

sense of touch. This is important as children are

still very sensory-driven at this point in life and this

can help to connect words to objects.

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PAGE TURNERS/FLUFFERS

These devices are used to help students turn their pages. This can range from

items such as erasers to specialty items. This is a particularly important device as students can get very frustrated if they

are not able to easily turn pages.

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REBUS BOOKS

This kind of book allows students to read by replacing words with

pictures. This is important as it can further the

connections of objects to words. This is also quite

useful as it helps to empower children as they

can follow along with a finger and fill in the words for parents or other adults

who are reading with them.

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TOOBALOO

Uses

The toobaloo is used to help students hear themselves

speaking softly. This is particularly useful for students learning

about vowel and consonant sounds so they can decipher if they are using the

correct sounds. This tool increases

comprehension as the students can see and hear what they

are reading.

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TOOBALOO VIDEO

The toobaloo is a very important tool as can be observed in this video.

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BOOKWORM

The bookworm is a device that is used to expose

students to books visually and with audio. The parent

or teacher can record themselves reading the

book. Then, the student is able to read along while the

recording plays. This is valuable as the students get a full experience and can go back as many times as they

want to reread and to re-listen to previous pages.

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BOOK STANDS

Book stands increase the size of text when students are close to the book by bringing the book closer to the student. This technology also helps eliminate postural fatigue.

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WORDLESS PICTURE BOOKS

Wordles

s pictu

re book

s

are pure

picture b

ooks

(Hillman 1995). “

High

quality w

ordles

s book

s

tell it a

ll”( Lu

kens,

1995)

Wordless

books that

contain minimal text

such as books

with one word

like “Oink”(Geisert

1991)• Books that

include words for

sound, such

as the city

(Florian,199

2)

Picture, one word, or minimal text books

offer surprising variety in topics, themes, &

levels of complexity & difficulty

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WORDLESS PICTURE BOOKS CONT’D

Rationale for using wordless

picture connects visual

literacy(learning to interpret

images)

Cultural literacy( learning the

characteristics & expectations

of social groups)

Literacy with print( learning to read &

write language)

These linkages of wordless

books support various

literacy skills

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ACTIVITY

Making wordless picture books in groups. Split classroom in two with two minute time-limit. After creating story, groups will share story with the class.

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ELECTRONIC BOOKS E-READERS-ASSISTIVE & INSTRUCTIVE TECHNOLOGY

Electronic books, e-readers, or iRead by Apple are innovative dialogical reading methods that are used to promote language development in children. These electronic applications utilize

animations, graphics, sound, language, speech, and sound effects to foster reading

literacy in children.

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IPAD-ASSISTIVE TECHNOLOGY APPS FOR MULTIPLE DISABILITIES

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IPAD-ASSISTIVE TECHNOLOGY APPS FOR MULTIPLE DISABILITIES

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MOVE AND SIT CUSHION-SENSORY STRATEGY RESOURCE

Move-n-sit cushion

Move-n-sit junior wedge cushion

The Move n Sit cushion is a triangular wedge shaped cushion designed to promote correct seated posture. The wedge shape is particularly helpful for children who have low muscle tone and tend to sit with a slumped posture. These cushions are also an effective way to provide children with regulating sensory input while they remain seated. Effective with students who are fidgety, seem lethargic, and need stimulation to increase & ability to focus on task. (Cammie Vodicka, Douglas County School District Occupational Therapist)

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BIG BOOKS

Over-sized picture

books with enlarged pictures and text. Help children connect cultural & visual literacy meanings through text and pictures. Ideal

for

using with smaller or large groups.

Age-

appropriate storytelling and illustrations to challenge & increase children literacy

and handling of books.

Quality construction, illustrations, and textures that teach children the

purpose of literacy

through reading(how books works)

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POWER POINT E-BOOKS

Power-point E-books are an easy

way to make accessible books. This presentation application/tool

combines animation,

graphics, sound effects, and

speech.

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CONCLUSION

Emergent Literacy provides low, mid, and high-tech assistive &instructive devices to assist students with sensory concentration and posture issues, cultural and social

struggles, visual impairment, and multiple cognitive and physical disabilities. These assistive and instructive resources

are being utilized by educators, parents, and life care facilities to promote emergent literacy and various life skills

to redress & manage socio-behavioral challenges as they begin to navigate the various institutions of learning

throughout the emergent literacy cycle.

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SOURCES

http://literacy.nationaldb.org/index.php/early-emergent-literacy/Emerging Literacy Views and Practices: Results from a National Survey of Headstart Teachers, 2005. Authors: Leanne S. Hawken, Susanne S. Johnston, and Andrea P. Mcdonnellhttp://www.ablenetinc.com/Assistive-Technology/Learning-Technology/Bookwormhttp://www.learning-loft.com/products/toobaloohttp://nashvillepubliclibrary.org/bringingbookstolife/2013/08/12/reading-with-pictures-rebus-books/http://www.nationalautismresources.com/movin-sit.htmlhttp://www.lifeskills4kids.com.au/product/move-n-sit-cushion/http:// pathstoliteracy.org http://sites.google.com/a/desdk12.org/cammievodicka/sensory-strategies-for-the-classroomApps4stages.wikispaces.com/file/view/ASD

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SOURCES

Apps4stages.wikispaces.com/file/view/ASD http://www.wiu.edu/itlc/ws/ws1/litfound_3.phpEarly Childhood Education Journal, Vol. 29 No. 3 Spring 2002, Using Wordless Picture Books to Support Emergent Literacy